THE IMPACT OF INCLUSION ON THE PROVISION OF HIGH QUALITY PHYSICAL EDUCATION IN A WELSH SECONDARY SCHOOL

Abstract

The concept of educating students with Special Educational Needs and Disabilities (SEND) in mainstream education is continuingly being examined and debated along with its impact on students and physical educators. This study aimed to highlight the potential barriers teachers face when including pupils with SEND in Physical Education (PE) lessons along with the impact this has on the provision of High Quality Physical Education (HQPE). To assess these aims, five PE teachers provided their thoughts and experiences on issues related to inclusion and HQPE during individual semi-structured interviews. Data from the interviews was analysed using an inductive method which led to the emergence of themes. Results identified the main barriers to inclusion were the provision of specific department resources and barriers concerning teacher and pupil relationships, teaching support was identified as an enabler to inclusion within the school. This study also provided participants with the opportunity to highlight various teaching methods which they use to achieve certain outcomes of HQPE. It was found that the school generally manages to effectively include pupils with SEND in PE. However, further efforts need to be made to provide methods that are more creative to improve the success of achieving the outcomes of HQPE for all learners.